Biomechanics literacy among basketball coaches: implications for long-term athlete development and coaching practice

The Long-Term Athlete Development (LTAD) model emphasizes developmentally appropriate training; however, its effectiveness depends on coaches' ability to apply scientific knowledge in practice. Biomechanics literacy represents a critical yet underexplored component of coaching competence.

This study aimed to assess biomechanics literacy among basketball coaches and examine its potential relevance to LTAD-oriented coaching environments.

A cross-sectional design was used involving 42 certified basketball coaches in Jordan. The sample consisted of 34 male coaches and 8 female coaches. A 50-item LTAD-based cognitive assessment evaluated knowledge across developmental stages and biomechanical domains. Descriptive statistics, independent samples t-tests, and one-way ANOVA were conducted.

Overall biomechanics literacy was low (M = 24.52, SD = 9.44; 49.05% of the total score), with all LTAD stages below the predefined 60% threshold. Lower scores were observed in neuromuscular development (44.05%), movement mechanics (47.96%), and injury prevention (47.62%). No statistically significant differences were detected across sex or certification levels (p > .05). However, these findings should be interpreted cautiously due to the relatively small sample size and limited number of female participants.

The findings indicate relatively modest levels of biomechanics literacy among basketball coaches across LTAD developmental stages. Strengthening the integration of applied biomechanics education within coach development programs may support evidence-informed coaching practice and LTAD-oriented athlete development.